The main aim of this study is to examine the relationship between examination anxiety and academic achievement among high school students. The effort is taken to compare the above mentioned variable with regard to students’ sex and their field of study. To this aim the present study comprised three independent studies in which 120, 171, and 200 students were examined respectively.
Gathered data were analyzed for coefficient of correlation, and two factor analysis of variance. Findings proved the presence of a negative and significant relationship between examination anxiety and academic achievement, while comparison of examination anxiety in sex and field of study and interaction between the two was not consistent that is in one study the effect of examination anxiety for sex and field of study was not evident, but in the other study the effect of sex and its interaction with field of study was observed, and finally the effect of sex and its interaction with academic achievement was in favor of girls.
Shaeeri, M. (2004). A Study of Examination Anxiety and Academic Achievement of High School Students with regard to their Sex and Field of Study. Teaching and Learning Research, 2(1), 55-62.
MLA
M.R. Shaeeri. "A Study of Examination Anxiety and Academic Achievement of High School Students with regard to their Sex and Field of Study". Teaching and Learning Research, 2, 1, 2004, 55-62.
HARVARD
Shaeeri, M. (2004). 'A Study of Examination Anxiety and Academic Achievement of High School Students with regard to their Sex and Field of Study', Teaching and Learning Research, 2(1), pp. 55-62.
VANCOUVER
Shaeeri, M. A Study of Examination Anxiety and Academic Achievement of High School Students with regard to their Sex and Field of Study. Teaching and Learning Research, 2004; 2(1): 55-62.